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Chestnut Accelerated Middle School (Talented and Gifted)
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2019 Official Accountability Report - Chestnut Accelerated Middle School (Talented and Gifted)
Organization Information
DISTRICT NAME
Springfield (02810000)		TITLE I STATUS
Title I School
SCHOOL
Chestnut Accelerated Middle School (Talented and Gifted) (02810367)		GRADES SERVED
06,07,08
REGION
Strategic Transformation		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting or exceeding targets
Progress toward improvement targetsAccountability percentile
78% - Meeting or exceeding targets65

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage84%73%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		78%
Meeting or exceeding targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator All students
(Non-high school grades)		 Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-14-
Mathematics achievement44-44-
Science achievement34----
Achievement total111267.55867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total9.010.3-4.57.6-
Percentage of possible points 87%-59%-
Criterion-referenced target percentage73%

2018 Points awarded

2018 Progress toward improvement targets
Indicator All students
(Non-high school grades)		 Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-34-
Mathematics achievement34-44-
Science achievement44----
Achievement total111267.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-44-
Growth total5822.57822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total8.610.3-6.47.6-
Percentage of possible points 83%-84%-
Criterion-referenced target percentage84%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage83%87%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		86%
Meeting or exceeding targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement34-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total9.010.3-
Percentage of possible points 87%-
2019 Annual criterion-referenced target percentage87%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement34-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total8.610.3-
Percentage of possible points 83%-
2018 Annual criterion-referenced target percentage83%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
91

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 505.4 508.7 3.3 506.4 3114Exceeded Target
Lowest Performing 491.4 491.0 -0.4 495.5 401No Change
High needs 503.2 506.1 2.9 504.4 2374Exceeded Target
Econ. Disadvantaged 503.6 506.7 3.1 504.6 2234Exceeded Target
EL and Former EL 501.6 505.5 3.9 503.0 594Exceeded Target
Students w/ disabilities 486.7 486.6 -0.1 488.2 671No Change
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 11--
Afr. Amer./Black 507.9 509.7 1.8 509.4 683Met Target
Hispanic/Latino 502.4 506.2 3.8 503.4 1834Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 508.9 514.8 5.9 509.9 394Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 501.6 504.4 2.8 502.9 3114Exceeded Target
Lowest Performing 483.0 487.8 4.8 486.7 404Exceeded Target
High needs 499.9 500.9 1.0 501.2 2373Met Target
Econ. Disadvantaged 500.2 501.5 1.3 501.7 2233Met Target
EL and Former EL 499.3 498.7 -0.6 500.8 590Declined
Students w/ disabilities 489.3 476.8 -12.5 491.4 670Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 11--
Afr. Amer./Black 504.5 505.6 1.1 506.0 683Met Target
Hispanic/Latino 499.2 500.2 1.0 500.6 1833Met Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 503.9 514.6 10.7 505.4 394Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 78.6 81.0 2.4 80.8 883Met Target
Lowest Performing-------
High needs 75.4 81.3 5.9 78.2 604Exceeded Target
Econ. Disadvantaged 75.0 81.0 6.0 77.8 584Exceeded Target
EL and Former EL---- 12--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 28--
Hispanic/Latino 74.6 78.0 3.4 78.3 413Met Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 10--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 52.7 2703Typical Growth - High
Lowest Performing 47.5 392Typical Growth - Low
High needs 51.1 1963Typical Growth - High
Econ. Disadvantaged 50.8 1863Typical Growth - High
EL and Former EL 51.6 453Typical Growth - High
Students w/ disabilities 46.6 262Typical Growth - Low
Amer. Ind. or Alaska Nat.- 2--
Asian- 10--
Afr. Amer./Black 49.7 622Typical Growth - Low
Hispanic/Latino 53.7 1513Typical Growth - High
Multi-race, Non-Hisp./Lat.- 7--
Nat. Haw. or Pacif. Isl.- 1--
White 55.9 373Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 57.5 2703Typical Growth - High
Lowest Performing 54.5 393Typical Growth - High
High needs 56.6 1963Typical Growth - High
Econ. Disadvantaged 56.8 1863Typical Growth - High
EL and Former EL 61.1 454Exceeded Typical Growth
Students w/ disabilities 44.8 262Typical Growth - Low
Amer. Ind. or Alaska Nat.- 2--
Asian- 10--
Afr. Amer./Black 54.3 623Typical Growth - High
Hispanic/Latino 54.4 1513Typical Growth - High
Multi-race, Non-Hisp./Lat.- 7--
Nat. Haw. or Pacif. Isl.- 1--
White 66.3 374Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
Students w/ disabilities-------
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

Chronic absenteeism - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 12.9 12.4 -0.5 11.6 3232Improved Below Target
Lowest Performing 2.5 12.5 10.0 0.0 400Declined
High needs 15.8 15.4 -0.4 13.2 2462Improved Below Target
Econ. Disadvantaged 16.6 16.4 -0.2 12.9 2142Improved Below Target
EL and Former EL 16.9 11.3 -5.6 13.9 624Exceeded Target
Students w/ disabilities 36.2 34.3 -1.9 32.9 702Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 11--
Afr. Amer./Black 5.7 5.7 0.0 2.2 701No Change
Hispanic/Latino 16.4 15.3 -1.1 12.7 1902Improved Below Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 13.0 9.5 -3.5 11.6 424Exceeded Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 320 320100Yes 1 320 320100Yes 1 92 9199Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 244 244 244 244 63 63 551 551100Yes1
Econ. Disadvantaged 230 230 230 230 61 61 521 521100Yes1
EL and Former EL 62 62 62 62 13 13 137 137100Yes1
Students w/ disabilities 73 73 73 73 11 11 157 157100Yes1
Amer. Ind. or Alaska Nat. 2 2 2 2 1 1 5----
Asian 11 11 11 11 4 4 26----
Afr. Amer./Black 70 70 70 70 29 29 169 169100Yes1
Hispanic/Latino 190 190 190 190 44 43 424 423100Yes1
Multi-race, Non-Hisp./Lat. 7 7 7 7 3 3 17----
Nat. Haw. or Pacif. Isl. 1 1 1 1 1 1 3----
White 39 39 39 39 10 10 88 88100Yes1


About this Report

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a cumulative criterion-referenced target percentage of 75% or higher.

The annual criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

Accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


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Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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